Initially considered mere “political rhetoric”, the government’s announcement to introduce mandatory technical education at primary and lower secondary levels has raised concerns.
The inclusion of this initiative in the 2026–27 budget has left educationists and researchers “confused”, with many warning that a decision of this magnitude cannot be made in isolation and risks backfiring if driven solely by political will.
Educationists have questioned the logic behind the move, arguing that making something mandatory forces the government to assume numerous liabilities. They also question whether employment can be guaranteed for such a large number of people, pointing to a distinct lack of a future design or roadmap.
Md Shahnawaz Khan Chandan, member secretary of the “Shiksha Odhikar Sangsad” and assistant professor at Jagannath University, told TIMES of Bangladesh, “Such activities should not be undertaken without first formulating an education policy, curriculum, and publishing corresponding textbooks.
To teach them, it is also necessary to establish a teacher code and arrange training. None of this has been done. Now, in the middle of the year, how will this massive process actually be implemented? Is it really possible?”
Consequently, experts suggest forming a committee of educationists and teachers to evaluate whether to make technical education mandatory or simply expand opportunities.
Mohammad Mojibur Rahman, a professor at Dhaka University’s Institute of Education and Research, added, “Although the government’s intentions are good, there is a lack of understanding. If election promises were given priority, then the Education Reform Commission should have been formed first. That did not happen. The education policy should have been finalised first.”
While acknowledging that not everyone pursues higher education, Rahman advised against forcing technical education onto all institutions, warning that it risks turning it into rote learning. Instead, he recommended establishing regional, survey-based technical education hubs in well-equipped schools, allowing willing students to opt in rather than turning the initiative into a systemic burden.
Technical institutions struggling with inadequate teachers
According to government data, Bangladesh has 65,569 government primary schools and over 21,000 secondary institutions.
The availability of skilled teachers to introduce technical education across such a vast network remains highly questionable.
Currently, the country’s 51 polytechnic institutes and 166 technical schools and colleges employ around 8,000 teachers against 17,000 sanctioned posts—less than half the requirement.
Experts question the realism of making technical education mandatory at lower secondary levels without first addressing these critical deficits in the main technical sector.
Classroom teacher shortages, a lack of timely training, and inadequate modern laboratory equipment mean technical institutions implement only 30–35 per cent of their curriculum.
Consequently, diploma holders lack the practical skills required for industrial workplaces, negatively affecting employability.
Experts note that while technical graduates previously secured jobs quickly, they now face unemployment due to institutional obstacles hindering skill development.
Md Abul Kalam Azad, examination controller of the Technical Education Board, told TIMES, “Due to the teacher crisis, they cannot be sent for regular training. When teachers are sent for training, students’ classes are disrupted. Again, teachers are not able to stay updated because they do not receive training every year. As a result, the issue of introducing modern equipment in laboratories and teaching students how to use it is not being addressed.”
He added, “Industries are unhappy with the curriculum introduced in 2022. But due to shortages of teachers and laboratories, more than 30–35 per cent of that curriculum cannot be implemented. Now, work on formulating a new curriculum is underway again—but the challenge remains implementation.”
Azad also stressed the need to update mark distribution.
A Directorate of Technical Education official noted that the current ratio of lessons is 60 per cent theoretical and 40 per cent practical. High theoretical weighting allows students to pass through written examinations alone, neglecting practical performance. To improve long-term quality, he suggested reducing theoretical marks and increasing practical assessments.
60 per cent of seats remain vacant in technical education
According to the Technical Education Board’s August 2024 report, only 64,000 students enrolled across 149 active technical schools and colleges, leaving 97,000 of the 156,000 seats vacant.
This crisis persisted last year, yet seats will rise to 285,000 once 338 institutions under construction become operational.
AKM Ruhul Amin, former additional director general of the Bureau of Manpower, Employment and Training (BMET), blamed this on poor employment opportunities, noting that interest will return if graduates secure jobs or create self-employment.
Emphasising the need for modern equipment, he said, “Students are studying but are not getting jobs because they are not acquiring the necessary skills. Therefore, initiatives should be taken to develop students by making them job-ready.”
Syed Azharul Haque, a technical education expert, added, “After preparing the curriculum, when it goes to the field, there are three stakeholders: trainers, training centres and students. There are deficiencies in our current training methods, trainer development, and trainer mindset. The machines now used in factories are not available in training centres. We are providing low-standard training for high-standard work. As a result, student competence is naturally declining.”
Bureaucracy’s forced push for tech ed in general schools
Manzoor Ahmed, emeritus professor at BRAC University and former head of the interim government-formed advisory committee on education quality, warned that integrating technical education into general schools will compound existing problems rather than resolve them.
He said, “The quality of primary and secondary schools is already poor. As a result, not everyone can go on to higher education after completing these stages. Again, there are numerous problems in technical institutions. Consequently, employment opportunities for these students are limited and unemployment is rising.”
“The current trend of introducing technical education in general schools in the name of solving that problem is not good. Rather, it is a decision imposed by the minister, state minister and adviser along with a few bureaucrats,” he added.
He emphasised that general schools should focus on improving foundational language and mathematical skills, which students currently struggle to master.
Manzoor urged the government to review skill-based technical education with real educationists and implement step-by-step reforms.
He noted: “Long-term mismanagement has accumulated to such an extent that matters have become highly complex. Even then, if the new government takes an overall initiative to reform the education system, it is still possible to make primary and secondary education, including technical education, meaningful.”
Instead of hasty, unplanned measures, he argued that creating skilled human resources requires updated curricula, effective training workshops and modern laboratory equipment. Ultimately, he said, it depends on whether the government chooses to heed the recommendations of educationists.
